Introduction

The working parties have aimed to produce a document which defines a practical and realistic approach to the secondary education ICT-curriculum for both developed and developing countries which can be implemented, according to available resources, quickly and at minimum cost.

The curriculum has been designed in modular form so that education authorities can select appropriate elements to meet their objectives at the phase of development reached in their countries. Sufficient detailed description of each objective has been given so that writers can produce course materials which meet local cultural and developmental circumstances.

In any educational system, the level of available resources places a restriction on the degree to which any new subject can be introduced into the school curriculum, especially where only the most basic facilities have so far been provided. But ICT is of such importance to the future industrial and commercial health of a country that investment in the equipment, teacher training and support services necessary for the effective delivery of an ICT-curriculum should rank high in any set of government priorities. The curriculum proposed has taken account of these resource issues and has specified a minimum requirement for effective delivery in different circumstances.

Introducing any new curriculum calls for careful preparation, management, resourcing, professional development and continuing support. In the case of an ICT-curriculum even more concerns have to be dealt with. These concerns are discussed in the following section.

Approaches to ICT Development

Stages of Teaching and Learning

Curriculum Structure

Staff Development